The core idea of this book is simple: institutions of learning can be designed and run as learning organizations. In other words, schools can be made sustainably vital and creative, not by fiat or command or by regulation or forced rankings, but by adopting a learning orientation. This means involving everyone in the system in expressing their aspirations, building their awareness, and developing their capabilities together. In a school that learns, people who traditionally may have been suspicious of one recognize their common stake in each other’s future and the future of their community.
"Schools that Learn is a resource book, and as such includes numerous exercises, techniques, and stories designed to help the people who work with and within schools learn how to develop their capacity to find solutions to the problems that thwart improvement." — Harvard Educational Review
"By popularizing ideas about learning theory, leadership, group dynamics and school/ community partnerships that are already accepted in much of the educational community, this handy volume may help parents better understand the struggles of educators to create dynamic and effective learning environments." — Publishers Weekly
"Schools that Learn is a magnificent, grand book that pays equal attention to the small and the big picture – and what’s more integrates them. There is no book on education change that comes close to Senge et al’s sweeping and detailed treatment. Classroom, school, community, systems, citizenry—it’s all there. The core message is stirring: what if we viewed schools as a means of shifting society for the better!” – Michael Fullan, author of Change Leader and Learning Places
Any conversation about effective teaching must begin with a consideration of how students learn. Yet instructors who want to investigate the mechanisms and conditions that promote student learning may find themselves caught between two kinds of resources: Research articles with technical discussions of learning, or books and Web sites with concrete
Learning is the process of acquiring new knowledge and skills. Education means organized programs of learning. Training is a type of education that’s focused on learning specific skills. By schools, we don’t mean only the conventional facilities that we are used to for children and teenagers. We mean any community of
Provocatively titled, Disrupting Class is just what America's K-12 education system needs--a well thought-through proposal for using technology to better serve students and bring our schools into the 21st Century. Unlike so many education 'reforms, ' this is not small-bore stuff. For that reason alone, it's likely to be resisted by defenders
If political and school leaders—whom we consider the major audiences for this book—want to adapt learning and teaching environments to the demands of the 21st century, it is imperative that they understand the real challenges that future graduates will face. If we hope to prepare our students and graduates for the
Effective school reform cannot happen until people move beyond superficial conceptions of educational systems and recognize the unseen values and attitudes.
The question of self-esteem is independent from your ability to create what most matters to you in your life.
Ironically, parents are often the most resistant to changes in the ways their children’s work is assessed.
Public engagement for schools is not really about schools. It is the first step in coming to a public judgment about values.
Teachers can make a difference here by simply letting parents speak first and at length – and by truly listening – before they present their case.
When we teach people to think, we are interested not only in the answers they know. We want to closely observe them when they don’t know the answer.
Children are particularly susceptible to emotional tension and lowered visions; they may believe adults who tell them that they can never have what they truly want.
Learning is deeply personal and inherently social; it connects us not just to knowledge in the abstract, but to each other.
Schools can be made sustainably vital and creative, not by fiat or command or by regulation or forced rankings, but by adopting a learning orientation.
The Fifth Discipline by Peter Senge was initially published in 1990 and it was widely received and recognized as one of most influential business books. In 1997, the book was identified by Harvard Business Review as one of the seminal management books. It is a bestselling classic that helped revolutionize the